Gosford Park Primary School

Gosford Park Primary is a friendly, caring school where pupils feel safe, build warm relationships with adults and are proud of their community. Personal development is a clear strength: pupils take on responsibilities, enjoy clubs and community events, and learn to respect others and look after their mental health. Safeguarding is effective, pupils with special educational needs and/or disabilities are identified well, and governance and staff stability have improved after a period of change. However, the quality of education, behaviour and attitudes, leadership and management, and early years provision all require improvement. The curriculum is suitably ambitious on paper, but it is not implemented consistently, and leaders do not check its impact well enough. As a result, gaps in pupils’ knowledge are not always identified or addressed, particularly in mathematics, and some pupils do not achieve as well as they should. Early reading is a concern: phonics teaching is not consistently strong, early readers do not get enough regular practice, and some pupils are not reading well enough. Attendance remains too high, although the school has recently strengthened its follow-up. In the early years, activities and adult interactions are not consistently focused on learning, so many children are not well prepared for their next stage. Behaviour is generally good in lessons but less consistent at unstructured times such as lunchtime.

Strengths

• Strong caring ethos and warm relationships between adults and pupils
• Pupils feel safe, respected and proud to be part of the school community
• Personal development is a strength, with pupils taking on responsibilities and community roles
• PSHE curriculum helps pupils understand health, safety, mental health and respect for others
• Curriculum is suitably ambitious and well structured for the national curriculum
• SEND needs are identified well and staff are trained to meet them
• Safeguarding arrangements are effective
• Governance has been strengthened and governors now understand their duties
• Staff are committed and leaders are mindful of their well-being

Areas for Improvement

• Curriculum implementation is inconsistent, including in the early years
• Monitoring does not sufficiently focus on the impact of the curriculum on pupils’ learning
• Gaps in pupils’ knowledge are not identified and addressed, particularly in mathematics
• Phonics teaching is not consistently strong and some early readers do not read well enough
• Early readers do not have enough regular opportunities to practise reading with an adult
• Expectations for some pupils are not high enough and work is not always challenging
• Pupils’ absence is still too high and the impact of recent attendance changes is not yet evident
• Early years activities and resources lack focus, and adult interactions do not consistently develop communication and basic skills
• Behaviour is variable during less structured times such as lunchtime

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Gosford Park Primary School attended 93.7% of sessions (the national figure for primary schools was 94.8%). 19.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.1% of pupils at Gosford Park Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Gosford Park Primary School had 20.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 16.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 19.8% of pupils at Gosford Park Primary School were on SEN support (nationally 15.4%) and 3.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Gosford Park Primary School received £7,473 and spent £7,418 for each of its 430 pupils. It ended the year with reserves of £193,000 (£450 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Coventry · Coventry local authority: places and applications

What is Gosford Park Primary School's Ofsted rating?

The latest Ofsted rating for Gosford Park Primary School is Requires Improvement, from an inspection in December 2024.

When was Gosford Park Primary School last inspected by Ofsted?

Gosford Park Primary School was last inspected in December 2024.

How many pupils does Gosford Park Primary School have?

Gosford Park Primary School has 430 pupils on roll.

What age range does Gosford Park Primary School cover?

Gosford Park Primary School for pupils aged 3 to 11.

What are Gosford Park Primary School's SATs (KS2) results?

In 2025, 35% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Gosford Park Primary School?

Gosford Park Primary School is at Humber Avenue, Coventry, West Midlands, CV1 2SF.